Platos The Republic †Should We Search for the Truth? Essay -- Philos

Platos Republic Should We Search for the Truth?There is the common belief that what we experience as reality is just a mere illusion of the virtue. Platos fiction of the cave in The Republic describes human beings as being chained in a cave, such that they cannot move but are forced to search a wall, onto which shadows of puppets and themselves are projected. They are deceived into believing that their reality is composed of these shadows when actually, the ball of truth is the light outside the cave. This analogy insinuates the probability that we have been entertaining phony notions about biography, and all our beliefs, ranging from religion to the sciences, are merely representations of the truth. What is this light that burns so bright in Platos eyes? Are we certain that it exists? Because for all we know, life might be nothing but the cave itself. Plato appears certain of what the light beyond the cave will reveal to the one who has made the journey out. first off it wil l provide a means of illumination that will expose the real existence of the world. In the brightness of the light, everything would be seen in their profuse beauty instead of the vague impressions shadows create. He would receive accurate information about life and therefore dispense with the need to discern between the truth and the lie. Furthermore, he would also see himself in his own proper place. He would no longer be confused about his identity, role in society or purpose in life, and could then carry out his duties confidently and effectively. Secondly the light itself also symbolizes the idea of good. Since it is mentioned in the emblem that if one were to act rationally, he would need to rely on the idea of good. It ca... ...tion we receive from life. In this case of the allegory, Plato is working on a whole plane of uncertainty as he is neither able to determine the existence of a different reality nor disprove the credibility of our lives. The world as we know it is i ndeed imperfect but imperfection should not qualify it as being false.Should we stop all things and embark on the happy ascent to the truth? Philosophically, yes. For according to Plato it would be better to endure anything, rather than think as they do and live after their manner. However it is refutable if the need for knowledge of the truth (which might not even exist) is great enough to justify a journey in search for it. This is a last we have to make for ourselves. Works Cited Plato. Republic. Trans. Benjamin Jowett. 8 Jan. 2001. http//www.scholars.nus.edu.sg/writing/ccwp11/allegory.htm.

Inuit Culture over Time Essay example -- canada, canadian

The Inuit people of Nunavik in Quebec province in Canada had lived in the harsh environment of the arctic for thousands of years with little contact from the outside world, solely the Europeans have changed that, and the Inuit people have had to adapt to contact with some other grows and new technology. In the beginning of the Inuit Culture, the people had to be extremely resourceful in vow to help the cope with the harsh environment of the Arctic, but when the Europeans arrived they make environmental changes and they also forced cultural changes upon the Inuit people. Now the Inuit people of Canada are forming their own government activityal system which will allow them to protect and gain wealth from their own resources. The geographic features of Nunavik hugely influence how the Inuit people obtain food and shelter because it is much(prenominal) a harsh environment. As modern technologies became more prevalent, traditional methods of surviving were forgotten for many reas ons. Pita Aatami, the president of the Makavik Corporation, is a tribal leader who, along with other tribal leaders, has a vision of incorporating modern technologies with traditional values.The Inuit people of Nunavik had a very distinct culture before the Europeans arrived. The modes of transportation consisted of dog sleds, and kayaks made of skin and bone. Because of the cold climate, they ate animals from the ocean and rivers such as Beluga Whales, seals, and fish. In the summer, they found berries to eat. There are no trees in the arctic, so they utilize other resources to build shelter. They lived mostly in igloos, made of ice blocks and sealed by pouring water over them and letting it freeze. They also built sheds and other buildings out of whale bones and various animal... ...e Canadian government for the Nunavik Corporations plan for a Nunavik Regional Government. She first had the idea for the self government when she was vice-president of the Nunavik Corporation. She is now a board member on the Board of Nasavvik (an Inuit Health and Changing Environment agency) and is also on the Circumpolar Inuit Health Steering Committee. She has been operative on Nunavik self government since 2002.The Inuit people of Nunavik have used their incredible resourcefulness to survive in the harsh environment of the Tundra and have a abounding culture, but with the arrival of European technology, government and environmental destruction, their way of life has been threatened and much of their old culture has been lost. They are working to preserve their culture by passing it through education, and negotiating for more control so that they can do that.

Star Wars :: essays research papers

The broken globe by Henry Kreisel tells the story of a father and a boy torn apart by their differing views of the world. Another story which I feel par eachels this story in certain aspects is the 1977 classic Star Wars by George Lucas. In Star Wars, Luke Skywalker, a young farmboy on a backwater world, receives a lightsabre from Obi Wan Kenobi, this inspires an urge to start out his world and learn to be a Jedi. One of the conflicts Luke must formulation is his Uncle Owen who wishes him to cohere on his world and be a farmer. When Luke finally does cater he becomes very successful.Luke Skywalker lived on the small backwater world of Tatoonie with his Aunt Beru and his Uncle Owen. Lukes desire to leave is instigated by Obi Wan Kenobi a old friend of his father he never knew. Luke is given a lightsabre which once belonged to his father. When Luke receives this and learns of his Jedi potential he desires to leave and learn to be a Jedi. This is not unlike Nick Solchuk who alike wants to leave his small town of Three Bear Hills, Alberta. He is raised by his father in an old fashion way, much like Luke. Nicks desire to leave is first aroused by a teacher, Joan McKenzie. She taught him of how the earth is round not flat like his father believes. This starts the conflict between father and son.I believe another thing that both stories have in common is Lukes Uncle and Mr. Solchuks beliefs that they should stay at their homes and live simple lives like they did. Lukes Uncle believe Luke should stay on Tatoonie and be a farmer like himself, he also worries that if Luke begins to learn to be a Jedi that he will turn to the darkside and become evil like his father, Darth Vader. Mr. Solchuk believed Nick should also stay and farm the land like he has all his life. Mr. Solchuk also believed that Nicks beliefs of the world being round were evil and it was a sin to believe in this. Nick left his town against his fathers will and fulfilled his dream. Luke also left hi s world, but, Lukes Aunt and Uncle were killed by Imperial troops, this also gave Luke a reason to leave and fight the Imperials to avenge his families death

Pip in Charles Dickens Great Expectations Essay example -- Great Expec

stain in Charles Dickens Great ExpectationsAfter reading the compelling Great Expectations by the famous writerCharles Dickens, I can gather that it is based upon his ownpsychological insight to life. He makes connections in relation to aspecific character or event in the storyline, which were critical inhis own expectations. Also Dickens moulds his selection of charactersvery sound into the desired settings hed created, that matched what heknew only too well throughout his childhood.Great Expectations not only satires the issues of Victorian society,yet centres on the rites of passage that marks an important change ina persons life. Dickens issue of contentment is something thatconcerns many human beings this is what Pip wants most. However henever really accomplishes this until the closing stages of the book.So what exactly is contentment? The mental lexicon defines it as a peaceof mind, where the person is satisfied with things as they are.Therefore contentment means to be happy and in Pips case, happy withhis life. The purpose of Great Expectations is how contentment is passd, with it being linked to Jeremy Benthams answer of this.Bentham was a well-known philosopher and he said humans strive toachieve self-fulfilment through the seeking of pleasure and the forfendance of pain. Dickens relates this to Pip, in the sense that Pipwants to become a gentleman, who need not work and who can avoid thecertain stresses of life.Dickens early life is reflected by his main character in the novel.Through Pip, he presents a young and innocent boy, who changes hisaspirations whilst growing up. Pip is often indirected by the themesof identity, love, money and class when ... ...elates Pips struggles to the ones he faced in his own life,in order to achieve contentment such as family problems, debt andeducation. Problems like these are overcome by sticking to a moral setof values, dispelling all the materialistic values which in the end result a person unhappy. There is a clear message in the novel that thebest way to achieve contentment is to live your life and find out fromthe positive and negative experiences of it. You must listen to thepeople who are close to you and their advice that they give, becausethis was one of Pips downfalls. Even though Great Expectations waswritten nigh two centuries ago we as readers know how to achievecontentment with our own lives, by controlling and getting rid of ourfantasies and phobias whilst being aware that wealth and high classdoesnt necessarily mean a better way of life.

Shakespeares Macbeth - A Tragedy Without the Tragic Flaw? :: GCSE English Literature Coursework

Macbeth  A Tragedy Without the Tragic Flaw?   William Shakespeare wrote four great tragedies, the last of which was written in 1606 and titled Macbeth. This tragedy, as many critics of literature trade it, scrutinizes the sinister dimension of conflict, offering a dark, gloomy atmosphere of a world dominated by the powers of darkness. Macbeth, more so than any of Shakespeares other tragical protagonists, has to face the powers and decide if he should he succumb or resist. Macbeth understands the reasons for resisting evil and yet he proceeds with a disastrous plan, instigated by the prophecies of the three weird Sisters. One may question whether Macbeth is really a tragedy if Macbeth is acting on the impulses stimulated by the prophecies of his fate. Aristotle, one of the greatest men in the memoir of human thought, interpreted Tragedy as a genre aimed to present a heightened and harmonious imitation of nature, and, in particular, those aspects of nature that touch nig h nearly upon human life. This I think Macbeth attains. However, Aristotle adds a few conditions. According to Aristotle, a tragedy must have six parts plot, character, diction, thought, spectacle and song however, Macbeth fails to portray the most important part, that of the tragic flaw.               Most important most important what? is the plot, the structure of the incidents. Tragedy is not an imitation of men, but of action and life. It is by mens actions that they acquire merriment or sadness. Aristotle stated, in response to Plato, that tragedy produces a healthful effect on the human character through a katharsis, a proper abreaction of pity and terror (authors name page ). A successful tragedy, then, exploits and appeals at the start to two basic emotions fear and pity. Tragedy deals with the element of evil, with what we least want and most fear to face, and with what is destructive to human life and values. It also draws out our ability to sympathize with the tragic character, feeling some of the impact of the evil us. It is difficult for the reader feel pity for Macbeth because he is merely part of the evil force that has always existed in our world and not the poor, forsaken, fate-sunken man, according to Aristotles melodic theme of tragedy.  The reader can sense the power and greed upon which Macbeth thrives, prospers, and finally falls and therefore the reader sees Macbeth as a bad guy, feeling little or no pity for him.

Shakespeares Macbeth - A Tragedy Without the Tragic Flaw? :: GCSE English Literature Coursework

Macbeth  A disaster Without the Tragic Flaw?   William Shakespeare wrote four great tragedies, the last of which was written in 1606 and titled Macbeth. This tragedy, as m all critics of literature consider it, scrutinizes the evil di mension of conflict, offering a dark, gloomy atmosphere of a world dominated by the powers of darkness. Macbeth, more so than any of Shakespeares other tragic protagonists, has to face the powers and decide if he should he succumb or resist. Macbeth understands the reasons for resisting evil and yet he proceeds with a disastrous plan, instigated by the prophecies of the three Weird Sisters. One may question whether Macbeth is really a tragedy if Macbeth is acting on the impulses stimulated by the prophecies of his fate. Aristotle, one of the greatest men in the history of human thought, interpreted Tragedy as a genre aimed to present a heightened and harmonious imitation of nature, and, in particular, those aspects of nature that mate most clo sely upon human life. This I think Macbeth attains. However, Aristotle adds a few conditions. According to Aristotle, a tragedy must have six parts plot, character, diction, thought, spectacle and phone call however, Macbeth fails to portray the most important part, that of the tragic flaw.               Most important most important what? is the plot, the structure of the incidents. Tragedy is not an imitation of men, but of action and life. It is by mens room actions that they acquire happiness or sadness. Aristotle stated, in response to Plato, that tragedy produces a healthful effect on the human character through a katharsis, a proper purgation of pity and terror (authors name page ). A successful tragedy, then, exploits and appeals at the start to two basic emotions fear and pity. Tragedy deals with the element of evil, with what we least want and most fear to face, and with what is destructive to human life and values. It also draws out our ability to sympathize with the tragic character, sensation or so of the impact of the evil us. It is difficult for the reader feel pity for Macbeth because he is merely part of the evil force that has always existed in our world and not the poor, forsaken, fate-sunken man, according to Aristotles idea of tragedy.  The reader can sense the power and greed upon which Macbeth thrives, prospers, and finally falls and therefore the reader sees Macbeth as a bad guy, feeling little or no pity for him.

Osmolarity: Concentration and Sucrose Solutions Essay

My convention and I conducted the experiment that estimates osmolarity by change in lading of white murphy tubers, this was conducted in order to explore the process of public exposure and osmosis and more importantly to investigate the question of Does incompatible submergings of saccharose roots have an effect on the final load for the potato tubers? In this experiment we estimated the osmolarity of potato tuber cores by submersing different potato cores into saccharose solutions of 0.0-0.6M, and weighing the potato. The results showed the weight of the potato tubers had the highest percent change in weight marrow that they weighed more than the initial weight in sucrose solutions from 0.0-0.3M it also showed that sucrose constrictions from 0.4-0.6M the weight of the potato tubers step-down. My group and I concluded that the osmolarity of the potato was about 0.4M since the weight of the potato decreased by about -1.3%, which was the closest value to the initial weigh t of the potato tuber. We also found that the potato was hypertonic to sucrose solutions of 0.0-0.3M and hypotonic to 0.5-0.6M.Introduction public exposure and osmosis are two types of passive canalise. Diffusion is a random try of molecules from an area of high concentration to an area of low concentration. agree to the book biologic Sciences, Osmosis is a type of diffusion that occurs when solutions are separated by a membrane that is permeably to some molecules precisely not to others, that is, a selectively permeable membrane (Scott 2011). To further explore the process of diffusion and osmosis, we conducted an experiment that would demonstrate these processes and also investigate the question of do different concentrations of sucrose solutions have an effect on the final weight for the potato tubers? In my groups experiment our goal was to estimate the osmolarity of potato tubers from weight change. The meditation for this experiment was, if the concentration of the sucr ose solutions in which the potato piston chambers are in is changed, then I hypothesize that the final weight of the potato will also change.And the prediction that my group and I formed was if the weight if the potato tuber changes when subaquatic in different sucrose concentrations, then I predict the weight change will decrease as the sucrose concentration increases. In my groups experiment, several potato tubers were tested in different sucrose solutions ranging from 0.0-0.6 M. The potato tubers were then submerged into exclusively the solutions to test osmolarity and to see what would happen to its mass if they were in different sucrose solutions. To fully understand the purpose and understand the results obtained thither were three major concepts important to know, they are hypertonic, hypotonic, and isotonic.According to the journal The American Biology Teacher, An isotonic solution is when the solute concentration inside a corpse is equivalent to the solute concentration out-of-door of a system, thus resulting in no net change of diffusion. In a hypertonic solution, the solute concentration outside of a system is larger than the solute concentration within a system, so water diffuses out of the system to attempt to purge out the ratio disparity this results in the system shrinking in mass (Marvel, Kepler 2009). In a hypotonic solution however, the solute concentration is greater within the system than outside of the system, so water diffuses into the system this results in the system being bloated.Materials and MethodsThe materials that my group and I use in our experiment was 1 large potato, a cork woodborer this is necessary to obtain seven potato tuber cylinders. Forceps were needed and a balance that weighs to the nearest 0.01g, a Petri dish, razor blade, paper towels, ruler, calculator, and also necessary for the experiment to work was sucrose solutions from 0.1-0.6 molar. Deionized water was used to represent 0.0 molar in our experiment an d seven 250ml plastic cups.First, my group and I obtained 50ml of deionized water and 100ml of each of the sucrose solutions and put each solution in separate and laboratoryeled 250ml paper cups. Then by using a cork borer we obtained seven cylinders form the potato by pushing the borer through the length of the potato and removing the potato from the borer. Making sure none of the cylinders were damaged, we modified the length of each cylinder to 5ml and repeated this step seven times until we had a total of seven undamaged cylinders of equal length with the peels removed from each length using a razor blade. We then placed all seven cylinders into a Petri dish and kept them covered to prevent from drying out. Before weighing each of the cylinders we placed each one between folds of a napkin to blot out the sides and ends and then weighed them individually to the nearest hundredths of a gram on the balance. After doing this step we recorded the results in our table.After weighin g the potato cylinders we immediately placed each in different molar solutions starting with 0.0M through 0.6M. After the cylinders were submersed in the cups we recorded the time witch was 320 pm. We then took the cylinders out of their solutions at 430pm and calculated the incubation time to be 1hour 10 minutes. The instructions said to leave for 1.5 hours to 2 hours but due to time constraints we took them out a little earlier. After removing the cylinders from each sample we blotted each with a paper towel to remove excess solution only.After doing this my group and I recorded the final weights of each of the cylinders in the chronological order in which they were initially placed, and recorded it in our table. After transcription our data we finally calculated the percent weight change for each of the cylinders. Our group then decided what the variables were and agreed that the independent variable was the concentration of the sucrose solution and the dependent variable was the percent change in weight. This experiment was repeated only once in the given time we had.ResultsThe osmotic concentration was determined by measuring the percent change in mass of the potato cylinders. Change in mass was measured of seven solutions, each containing different levels of concentration 0, 0.1, 0.2, 0.3, 0.4, 0.5, and 0.6M. The percent change in mass decreased as sucrose concentration increased, therefore, relative osmotic concentration also decreased as sucrose concentration increased. However, the osmotic concentration of 0.3 M sucrose solution was relatively greater than that of 0.2 M sucrose solution.In sucrose concentration 0.6 M, the osmotic concentration decreased almost double from that of 0.5, and significantly from those of all other sucrose concentrations. The osmotic concentrations were greater than zero in sucrose solutions of 0, 0.1, 0.2, and 0.3 M these cells were hypotonic, meaning the potato had more solute. The osmotic concentrations were less than ze ro in sucrose solutions of 0.4, 0.5, and 0.6 M these cells were hypertonic, meaning the solutions had less solute. Osmotic concentration decreased as sucrose concentration increased and cells became more concentrated. Table 1 Data for Experiment Estimating Osmolarity by Change in Weight Sucrose Molarity (M)0.00.10.20.30.40.50.6Final weight (g)2.572.432.482.242.212.051.82Initial weight (g)2.232.182.282.032.242.192.06Weight change (g)0.340.250.200.21-0.3-1.4-0.24% change in weight15.2%11.5%8.8%10.3%-1.3%-6.3%-11.7%DiscussionWhen starting this experiment my group and I formulated and agreed upon the hypothesis of if the concentration of the sucrose solutions in which the potato cylinders are in is changed, then I hypothesize that the final weight of the potato will also change. My group and I also agreed upon the prediction of if the weight of the potato tuber changes when submerged in different sucrose concentrations, then I predict the weight change will decrease as the sucrose conce ntration increases. After conducting the experiment and obtained our results, we found that our results support our hypothesis and prediction. The experiment supported our prediction because the sucrose solution diffused from areas of high concentration to areas of low concentration, thus affecting the final weight of potato cylinders when submerged in varying amounts of sucrose concentrations. According to the article Diffusion, Osmosis and Cell Membranes,There are two ways that the molecules in a solution move passive transport and active transport. Active transport requires that the cell use energy that it has obtained from food to move the molecules (or larger particles) through the cell membrane. Passive transport does not require such energy expenditure, and occurs impromptu (Mccandless 1998).Because the molecules in the sucrose solutions in our experiment were moving with the gradient meaning they were moving form areas of high concentration to areas of low concentration we found that the movement of the molecules was passive transport. The principle means of passive transport is diffusion. Diffusion is the movement of molecules from a field in which they are highly concentrated to a region in which they are less concentrated. In the solutions ranging from 0.0-0.3M the potato acted as the system and the solution concentration inside the system was greater than outside which was the sucrose solution, so water diffused into the system (potato) and caused it to become bloated. In the sucrose solutions 0.4-0.6 it was hypertonic because the solution concentration was larger than the systems concentration so the cylinder decreased in size. This experiment allowed us to take a closer look at the biological process of life and how and why it works the way it does.This experiment allowed us to a take a deeper look into the mechanisms of diffusion and osmosis and apply it real life examples. According to the book, Cell and molecular biology concepts and experi ments, When a cut solution and a concentrated solution are separated by a membrane, there is a net transfer of the solvent from the diluted solution to the concentrated one. Entry of water into root hairs and movement of water within the plant body are good examples of osmosis (Karp 1991). Osmosis plays a significant subprogram in life first, the entry of water in to the roots from the soil takes place by this process, cell to cell diffusion of water is controlled through this process, young person cells require turgid condition for their growth which is fulfilled by osmosis, and last turgidity of cells is maintained by the process of osmosis (Karp 1999).A few errors were do in the experiment but none were significant enough to heavily affect our results. For example, the lengths of the individual potato cylinders may have differed slightly we may have made mistakes when measuring a specific amount of the sucrose concentrations. We also believe that the potato cylinders should h ave been incubated longer, ours incubated for 1 hour 10minutes and the instructions said to incubate for at least 1.5 hours.For the most part these mistakes seemed to be small and not significant because in the end our prediction and hypothesis was supported. I thought that this was an interesting lab to participate in especially because this experiment has been conducted several times by other biology labs, I dont really believe there were any significant weaknesses to our experiment except maybe the time. It would have been better to have more time to further explore our results. This experiment was conducted smoothly and without complications, and even better supported our prediction. Some questions that would be interesting to be answered by further research is would temperature affect the rate of diffusion in sucrose concentrations? plant CitedFreeman, Scott. Lipids, Membranes, and the First Cells. Biological Sciences. 4th ed. Vol. 1. Boston McGraw Hill, 2011. 90-91. Print. Kar p, Gerald. Cell and Molecular Biology Concepts and Experiments. New York J. Wiley, 1999. Print Marvel, Stephen C., and Megan V. Kepler. A Simple Membrane Osmometer System & Experiments That Quantitatively rhythm Osmotic Pressure. The American Biology Teacher 6.7 (2009) 355-62. Print. Mccandless, John. BIOLOGY.ARIZONA.EDU. BIOLOGY.ARIZONA.EDU. University of Arizona, 27 Feb. 1997. Web. 26 Feb. 2012. .

Changing patterns in marriage Essay

Using information from the items and elsewhere, examine the reasons for changing patterns of marri succession, cohabitation and childbearing in the last 40 years (24 marks) According to the Office for National Statistics, the highest amount of couples in 1972 was 480,000 and was due to the baby boom generation of the 1950s reaching brotherhoodable age and the fact that people chose to marry at a younger age comp ard to pervious generations. However the annual number of spousalss in England and Wales then went into decline and reached an all-time low in 2005 when only 244,710 couples got married. This decline in the total number of marriages has been paralleled by a decline in marriage rates. In 1994, the marriage rate was 11.4 but has decline to 10.3 by 2004. The male rate declined from 36.3 in 1994 to 27.8 in 2004 whilst the female rate declined from 30.6 to 24.6. Fears about what marriage statistics reveal are exaggerated for four reasons People are delaying marriage rather tha n rejecting it. Most people leave alone marry at some point in their lives, but people are now marrying later in invigoration, probably after a expiration of cohabitation.Women may delay marriage because they want to develop their careers and enjoy a period of independence. The BSAS indicates that most people, whether single, divorced or cohabiting, still nail marriage as a desirable life-goal. People also generally believe that having children is best done in the context of marriage and few people believe that the exemption associate with living alone is better than being married to someone. Two fifths of all marriages are remarriages. Evidently these people are committed to the institution of marriage despite their previous negative experience of it. Despite the decrease in the overall number of people marrying, married couples are still the main types of federation for men and women in the UK. Wilkinson notes that female attitudes towards marriage and family life have underg one a radical change or genderquake. She argues that young females no longer prioritize marriage and children.Educational opportunities and the feminization of the economy have proveed in young women weighing up the costs of marriage and having children against the benefits of a career and economic independence. Therefore the result of this is that many females, particularly middle-class, are postponing marriage and family life until their careers are established. Other feminist sociologists are sceptical about the value of marriage. Smith argues that marriage creates phantasmagorical expectationabout monogamy and faithfulness in a world characterized by sexual freedom. She argues that at different points in peoples life cycles, people need different things that often can only be gained from a new partner. Campbell, however, suggests that marriage benefits men more than it does women. A constant spring of concern to the New Right has been the significant rise in the number of cou ples cohabiting.The proportion of non-married people cohabiting has risen sharply in the last 20 years from 11% of men and 13% of women in 1986 to 24% and 25% respectively. In 2007, the ONS suggested that cohabiting couples are the fastest growing family type in the UK. Around 2.2 million families are cohabiting couples with or without children. This family type has grown by 65% since 1997. However, New Right commentators claim that cohabitation is less stable than marriage. A report by the Institute for the call for of Civil Society claimed that cohabiting couples were less happy and less fulfilled than married couples, and more likely to be abusive, unfaithful, stressed and depressed.Although surveys indicate that few people see cohabitation as an alternative to marriage, the fact that cohabiting couples are much younger than married couples suggests cohabitation is seen my many participants as a test of compatibility and an introduction to marriage. Other research suggests that cohabitation is a temporary phase lasting on average for about 5 years. Approximately 60% of cohabiting couples eventually marry. Although cohabitation marks a dramatic change in adult living arrangements as recently as the 1960s, it was regarded immoral cohabiting couples with and without children only accounted for 10% of households in 2006.Reasons for increase in divorce ratesThornes and Collard women value experience and emotional gratification more than men do. If the husband fails to live up to these expectations, women may feel the need to look elsewhere. Hart divorce may be reaction to the frustration that many working wives may feel if they are responsible for the bulk of housework and childcare. Beck and Beck-Gernsheim (1995) rising divorce rates are the result of a rapidly changing world in which traditional rules, rituals and traditions of love, romance and relationships no longer apply. In 1938, 6,000 divorces were granted in the UK. This figure had increased ten-f old by 1970, and in 1993, numbers packed at 180,000. By2000, this figure had fallen to 154,600 although the years 2001-2004 have seen a gradual rise to 167,100.Flouri and Buchanans (2002) get word of 17,000 children from families that had experienced separation and divorce found that in families, their fathers were still involved in their children so the children were more successful in gaining educational qualifications and continued to seek out educational opportunities in adult life. In conclusion, the reasons for changing patterns of marriage, cohabitation and childbearing in the last 40 years are due to the fact that conjugal roles within marriages have differed and the ability to change marriage beliefs in an instant. Men and women, especially the middle-class, may fear the need to put their careers before starting a family, which therefore causes problems within marriage.

Case Analysis Texas V. Johnson

SUPREME COURT OF THE UNITED STATES ________________________________________ 491 U. S. 397 Texas v. Johnson CERTIORARI TO THE COURT OF CRIMINAL APPEALS OF TEXAS ________________________________________ No. 88-155 Argued March 21, 1989 Decided June 21, 1989 This case analysis of Texas v. Gregory Lee Johnson was a supreme Court case that overthrew ousts on damaging the American tholepin in 48 of the 50 states. Gregory Lee Johnson participated in a political demonstration during the 1984 Republican National Convention in Dallas, Texas, where he burned the American flag.Consequently, Johnson was charged with violating the Texas law that bans vandalizing valued objects. However, Johnson appealed his conviction, and his case ultimately went to the Supreme Court. Facts And Procedural History In 1984, the Republican Party convened in Dallas, Texas for their democracyal convention. President Ronald Regan, seeking a second term in office, was to be officially delegated as the GOP (Grand Old Party) candidate for President. Scores of individuals organized a political protest in Dallas, which voiced opposition to Reagan administration policies, and those of some Dallas-based corporations.Among these protesters was a earth by the name of Gregory Lee Johnson, who participated in a political demonstration, called the Republican War Chest Tour. As the demonstrators marched through the streets, chanting their message, a fellow protestor transfer Johnson an American flag that had been taken from a flag pole at one of their protest locations. Upon reaching the Dallas City Hall, Johnson doused the flag with kerosene and set it on fire. In addition, Johnson and his fellow demonstrators circled the ardent flag and shouted America, the red, white, and blue, we spit on you. No one was hurt or threatened with injury by the act, and many who witnessed it were deeply offended. Therefore, Johnson was arrested, charged and convicted under Texas desecration of a venerated object statue, sentenced to one year prison, and fined $2000. Moreover, Texas was not the only state to have anti-flag burning laws on the books, 47 other states also criminalized flag desecration (Joel, 2011. ) Principles to the case A principle to the case is mens rea accompanying Symbolic flavour which is a phrase practically used to describe reflectivity that is mixed with elements of point (Cline, 2011. The issues argued were the 1st Amendment, and protest demonstrations. The Supreme Court has made clear in a series of cases that typic expression (or expressive conduct) may be fostered by the First Amendment (Cline, 2011. ) However, of the approximately 100 demonstrators, Johnson alone was charged with a crime. Johnson appealed his conviction and his case eventually went to the Supreme Court. The principle to the case is burning a U. S. flag in protest was expressive conduct protected by the First Amendment.In determining the case, the flirt first considered the question of whe ther the First Amendment reached non- vernacular acts, since Johnson was convicted of flag desecration rather than verbal communication, and, if so, whether Johnsons burning of the flag constituted expressive conduct, which would permit him to invoke the First Amendment in challenging his conviction. The First Amendment literally forbids the abridgment only of speech, but has long recognized that its protection does not end at the spoken or create verbally word.If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an opinion simply because society finds the idea itself offensive or disagreeable (Find Law, 2011. ) In addition, Johnson argued that the Texas flag desecration statute violated the First Amendment, which says Congress shall make no law abridging the freedom of speech or the right of the people sleepably to assemble, and to petition the government for a redress of grievances. Consequently, the sta te of Texas argued that it had an interest in preserving the flag as a sign of national consistency.Analysis Of The Court Findings I agree to some extent with the ruling, since it claims that its interest in preventing breaches of the peace justifies Johnsons conviction for flag desecration. However, no disturbance of the peace in reality occurred, or threatened to occur because of Johnsons burning of the flag. Johnson deliberately chose to burn the American flag in order to demonstrate his deep distress over the nations policies. His gesture was an attempt to cry out to the government for a redress of grievances, and not to commit an act of juvenile vandalism.The 1st and 14th amendments protect Johnsons symbolic protest. Also, the only show up offered by the state at trial to show the reaction to Johnsons actions was the testimony of several persons who had been seriously offended by the flag burning. This case sparked years of debate over the meaning of the flag, including eff orts to amend the Constitution to allow for a prohibition of the physical desecration of the flag. The only evidence offered by the State at trial to show the reaction to Johnsons actions was the testimony of several persons who had been seriously offended by the flag burning.They rejected the claim that the ban was necessary to protect breaches of the peace due to the offense that burning a flag would cause. Burning a U. S. flag in protest was expressive conduct protected by the First Amendment. The First Amendment literally forbids the abridgment only of speech, but we have long recognized that its protection does not end at the spoken or written word. If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable. (Find Law, 2011. ) Another fact I find interesting is that Johnson was prosecuted because he knew that his politically charged ex pression would cause a serious offense. If he had burned the flag as a means of disposing of it because it was dirty or torn, he would not have been convicted of flag desecration under this Texas law however, federal law designates burning as the preferred means of disposing of a flag when it is in such condition that it is no longer a fitting emblem for display, 36 U. S. C. 176(k), and Texas has no quarrel with this means of disposal (ACLU, 2011. Johnson was convicted for engaging in expressive conduct. The States interest in preventing breaches of the peace does not support his conviction, because Johnsons conduct did not threaten to disturb the peace nor does the States interest in preserving the flag as a symbol of nationhood and national unity justify his criminal conviction for engaging in political expression. Therefore, the judgment of the Texas Court of Criminal Appeals was affirmed. Conclusion To put it briefly, grunts and howls do not inspire laws censor them owever, a person who grunts in public is looked at as being strange, but laws do not punish them for grunting instead of communicating in strong sentences. If people are irritated by desecration of the American flag, it is because of what they believe is being communicated by such acts. Thus, amending the Constitution to permit bans on flag burning is not just a solution in search of a problem. Instead, I believe it is also a solution which will likely dish to create the problem it is trying to solve in the first place. References ACLU (2011. Burn the Flag or Burn the Constitution? Retrieved folk 1, 2011 from http//www. aclu. org/blog/tag/flag-burning. Cline, A. (2011) move Flag Burning Send a Political Message Be Made a Crime? Retrieved September11,2011fromhttp//atheism. about. com/od/flagburningcourtcases/a/TexasJohnson. html. Find Law (2011. ) Cases and Codes. Retrieved September 1, 2011 from http//caselaw. findlaw. com/wa-supreme-court/1102265. html. Joel, S. (2011. ) Texas v. Johnso n. Retrieved September 1, 2011 from book Criminal Law, tenth Edition, Page47.

Dove’s campaign for real beauty Essay

Introduction and Problem StatementUnilever, with annual revenues of approximately $50 billion and a staff of 250,000, ranks among the areas largest companies in consumer proceedss. One of its near famous labels is the personal interest sucker Dove. In an attempt to reposition the fall guy and rid it from its conservative soma, in 2004, Dove launched its radically new causal agency for Real Beauty. In-house consumer research had revealed major insecurities among women concerning their physical appearance. Hardly any womanly considered herself to keep up with the standards visualised in regular smasher advertising.Based on these findings, Dove redefined beauty in a way that had been ignored by other players before. Targeting women aged 30 to 39, the campaigns purpose was to show tangible female beauty, reflected in different shapes, sizes and ages. The core message was No models but firm curves. The campaign acquire enormous attention sales of Dove-branded products nearly quadrupled and market share enlarged signifi firetly in various core markets. (for further information please evoke to 5.1).Nevertheless, after this great success and image shift, Doves major brand focus challenge for the upcoming year is how to continue the promotional campaign.The paradox can gum olibanum be formulated a followsWhat should Dove do to prepare for the re-launch of Dove beauty products to the next level and successfully keeping this combative advantage for global use over time? options1. Alternative A Reap the benefits of brand kenOne possibility for Dove is to seize the luck of high brand awareness to extend the brand and enter new taper markets plot largely continuingwith the womens marketing mix. A beauty care line for middle-aged men would be give awayd, as this piece is non well explored by competitors yet and, age-wise, goes in line with the certain female target. Products would connect the moisturizing and mild benefit with attributes like energe tic and self confident. Regarding advertisement, this would be communicated using approach pattern, average males and gum olibanum stay with the Real Beauty paradigm. However, it is fictitious that men are less prone to be self-conscious about their looks. Therefore, perceptions would be assessed in further studies and advertising messages foc apply on the issues regarded as close critical.2. Alternative B Continue to evolveWith the current success of the campaign, it might besides be reasonable not to introduce significant reassigns. The idea would thus be to simply extend the brand communication and promotion for two aspects To give consumers some new insights and keep them excited, advertisements would not merely depict happy, normal women. They would now also include storytelling, showing how average womens self-confidence helps them in different situations (such as job interviews or dates). Additionally, Dove products would be feature more than prominently in these adve rtisements. Their connection to Real Beauty and self-esteem would be communicated more clearly by showing the women use Dove products antecedent to making a self-confident experience.3. Alternative C Its all in the productSeeing how the prevalent image in the beauty application is still one of perfection, Dove might be well-advised to provide for the possibility that identifying with imperfect women loses its appeal to the customer base. Without returning to classic beauty models, the brand could hence decide on detaching the products from body images altogether. The self-esteem topic would still be key, but the main focus lies on the product. For example, women would no longer be shown in campaigns, but merely close-ups of skin and the products packaging as well as ingredients themselves.Issues4. How easy is it for competitors to imitate the schema? With Doves focus on Real beauty seeing such great success, it is likely forcompetitors to try and get their piece of the cake by imitating Doves strategy. When utilizing a more product-focused strategy, communication will rather be on brand attributes than on the brand image that has successfully been established. As attributes are easier to copy and, consequently, convey, option C runs at a respectively higher risk of being imitated. For alternative A, as there will be a new target multitude to win over, competition is likely to be dangerous from beauty brands that already enjoy a high standing among the relevant consumers (e.g. Gillette). Alternative B builds the most on the current communication strategy, where Dove is well-established and simply needs to keep consumers interested in order to reap its first-mover benefits.5. In how far are current brand associations held up?As Doves Real Beauty campaign was exclusively focused on women, it might be hard to strain the brand associations to fit the new consumer segment targeted by the portfolio extension (i.e. men). As a consequence, prospective customer s could experience difficulty identifying with the brand, whereas current customers could perceive brand set as more or less diluted by the new attributes. Alternative B will clearly remain the most consistent with the current image alternative C, on the other hand, runs at a risk of not diluting but rather reducing the brand image by taking away its clement dimension. On top of this goes the fact that it is harder to convey brand values when they are not placed in a reference frame (e.g. that of curvy women enjoying themselves). maculation the core message and self-esteem concern will still be pursued, losing the edge of directly opposing belligerent clich images might harm the brands credibility.6. Will consumers in the long run withstand the attraction of idealized advertising? Although the move away from idealized models has brought Dove high brand awareness and appealed to many women, it is questionable whether consumers will not fall back into their learned habits of tryi ng to become more perfect. The consequence would be that they are again attracted by competitors. As explained above, alternative C would somewhat prepare for that backward shift. Alternative A, with going into a new target, still has some room for maneuver to introduce slight pitchs back towards higheridealization. Alternative B, however, is completely tied to alternative beauty models and thus most exposed to the risk of backward-changing consumer preferences.ConclusionThe brand management faces a constrained budget, which appoints handleing a combination of these alternatives unfeasible, at least in the short and long suit run. The task is hence to select the one most shining alternative.Addressing the issue of sustaining a unique positioning first, it is clear that alternative C provides the least protection against copycat behavior of competitors as it even partly abandons the overlord concept and thus leaves more space for the rivals to also associate their brands with a ttributes such as genuineness or sincerity. Similarly, alternative A opens a window for exaggeration even though it is, arguably, not likely to happen, as the market for mens personal care is not as profitable as to abandon rivals to simply establish themselves as followers in this way. Under alternative B, Dove further elaborates on its positioning which is deeply ingrained in the minds of customers, thus rendering imitation by competitors especially hard and consequently unlikely.As already mentioned, the question of compatibility of the current brand with mens mindset is questionable. even so though, option A does not have to necessarily alienate the current target group, provided the advertising message is adapted seamlessly and promotes the idea that real beauty comes no matter of sex as it comes regardless of age, ethnicity or shape. Alternative B stays close to the message and does not pose a threat in this regard. Alternative C, however, moves away from the concept, pro ducing incongruity within the brand image. This fact, together with the previous issue, makes alternative C seriously undermine the strategy that Dove has been following and we hence neutralise it from subsequent discussion.Regarding the risk that people regress to their old habits of following an idealized concept of beauty, alternative B fares better than alternative A. While not regress to the standard approach to fashion advertising, thestorytelling technique expands the consumers transforming of the issues and leads them to process the brands benefits more consciously. This should, in turn, inhibit the customers inclination towards idealized images in advertising. In this regard, Dove might be worse off under alternative A, as a positioning for two partly distinct target groups can reduce the degree to which each of them associates themselves with the brand.Also alternative B is a mere evolution of the current campaign. From an economic point of view, the fact that the targe t segment remains the same, the future returns are severely limited. Albeit option A is associated with a higher risk, it has to be concluded that a successful implementation would also change Dove to unlock a whole new market, making this choice more appealing.The final decision between the two options is difficult. While being somewhat weaker on the side of economic potential, alternative B ultimately outperforms alternative A in regard to other issues. Higher revenues can still be made by expanding geographically, while the image needs to be adapted to fully resonate with the customers. Yet, these alternatives are mutually exclusive only to the extent of the usable funds. Alternative A might hence very well be the logical extension of Doves efforts and the natural next step for a phase 3 of its brand relaunch.Additionally, several other factors should be taken into account, such as a possible conflict with other Unilever brands, such as Axe/Lynx. These inconsistencies should be countered with a clear positioning in non-overlapping segments and appropriate PR measures. Also the global dimension of the decision should be kept in mind and the campaign continuously adapted to local circumstances in order to display a high level of fidelity, which is completely crucial if the brand is to sustain its image. Provided Dove manages to avoid pitfalls as these, the brand is best off by evolving its brand communication to further curb female insecurities about themselves while strengthening the link between the image the brand evokes and the products. (For further detail pleas refer to 5).Appendix7. The company and campaignDove was originally developed in the United States as a non-irritating skin cleaner for pre-treatment use on burns and wounds during WWII. Nowadays, Dove products are available in more than 35 countries, generating revenues of $3 billion. The Dove product line includes body washes, beauty bars, deodorants, hair and facial care products and lotions. Before Dove set up the marketing strategy, they wanted to understand the relationship of women to beauty, without a special focus on any beauty care products. Therefore the company charged a global research firm, StrategyOne to conduct a research study. Hence, StrategyOne surveyed 3,200 women from around the world. The result of the survey showed a wide disparity between the ideal of beauty pictured in the media and the perception by women themselves. Based on this report, the company redefined beauty in a way that all competitors have ignored. To launch a new campaign Dove used a new and unconventional ideal of beauty, thus they differ significantly from their main competitors.To strengthen the emotional ties to Doves target group, the brand and not the single products should be in the foreground. The campaign was launched to increase also revenues and to re-brand Dove. Therefore the advertising budget approximately accounted for $ 27 million in Europe alone. The Campaign for Real Beauty began in September 2004, when a website for beauty debates was established. The main target group was 30- to 30-year-old women who could identify with the new brand mission statement to make more women emotional state beautiful every day, by widening todays stereotypical view of beauty and inspiring women to take great care of themselves. To transmit the core message Doves ads contained no models, but firm curves.The promotion also showed a group of women of different ages, shapes and racial backgrounds that were honest having a good time in bras and knickers. Therefore the models were chosen in a street casting to achieve a great acceptance among the observers. tralatitious television and magazine advertising was supported by outdoor ads, such as billboards, posters and signs. The results were dramatic, because the advertisement gained a massive media coverage. The brand had a sophisticated image shift and is now described by adjectives like open, active and self-confide nt. Theturnaround was really striking. 12. pesterer Analysispic think 7 PEST AnalysisPolitical factorsAs Unilever and therefore also Dove are globally acting brands, there are several political and legal factors that could twine the performance of the company. For example the political stability in different countries is not as stable as in Europe. Therefore a quick change in laws can occur, like the employment laws, health and safety laws, consumer laws etc. It is also possible that new import tariffs are introduced. Hence, regarding thosechanges the costs for Dove could increase and the demand for the products could be reduced.Economic factorsEconomic factors can have major impact on business and future decisions. Those factors include an economic downturn, volatile tack rates and inflation rates in the operating countries. It is possible that Dove has to increase prices due to different circumstances like increased ingredients price and therefore the demand for the products cou ld decrease.Social factorsSocial factors as lifestyle and cultural values vary from region to region. As Dove launched the unique campaign they have to be careful that they adapt it to the different cultural environments and lifestyles around the globe. But also brands have a great impact on peoples lifestyle and can change it.Technological factorsTechnology is also necessary for Doves success and competitive advantage. This includes for example research and development activities and information technologies (with their interactive website). To maintain the competitive advantage being a moisturizing product, Dove has to rely on the technological progress and has to be a first mover.3. Porters five forcespicFigure 8 Porters five forcesThreat of new entrantsAs Dove had great success with their real beauty campaign there is a potential risk for new entrants. But Dove is one of the best brands over the world and competitors have to face that. They have an outstanding marketing strategy and high quality products. But barriers to enter the market are low threat of new entrants can therefore be rated as medium.Bargaining major power of suppliersDove is a sub-brand of Unilever that as lots of suppliers over the world. Therefore Unilever as the parent company has power to influence the suppliers and switch them advantageously. So Dove has also a sort of pressure on their suppliers and can cut down prices and establish tight relationships with suppliers. Hence, bargaining power of suppliers is low.Bargaining power of buyersAs there are many competitors within the industry, Doves customers can easily switch to another label. But the Dove brand stands for high-quality products and promotes real beauty in their campaigns so they rely on loyal consumers. However, you cannot only trust in the sustainability of the campaign in the long run, the bargaining power of buyer has to be rated high. competitive rivalry within the industryThe main competitors of Unilever are Procte r & Gamble and Colgate-Palmolive, because their sub-brands are quite similar to Dove. In the beauty industry there is verly little product differentiation and similar product offerings, as well as little trade secrets. This leaves little room for competitive advantage, but Dove has always remained at number one, because of their loyal consumers and their moisturizing skin quality products. However, it is easily to switch to other high-end products and also to private label brands, therefore competitive rivalry is high in the operated industry.Threat of substitute productsThere is a treat of replacing Dove products by competitors products, but people will always need toiletries and therefore cannot easily substitute the line. They can only switch within the existing industry, but as people love Dove and their campaign there is just medium threat of its replacement with present products.9. Alternative/Issue pitchIssues Alternative A Alternative B Alternative C Threat ofimitation 50 % - + - Brand consistency 30 % + - Ideals 20 % - + Table 2 Alternative/Issue WeightAs you can see from the alternative/issue weight table above, the threat of imitation is the most serious one. As only alternative B is to be forearmed against this risk it is the most desirable one. Also in line with brand consistency alternative B scores highest, followed by alternative A that would try to win over a new target group, but with the same values. Alternative C is the most promising one if it comes to purchase orders ideals. As markers want to sell hope, this alternative would fight against the societys upcoming doubts about average, normal models. All in all, you can see that alternative B is due to our table the most promising one.References Hips feel good Doves campaign for real beauty, Richard Ivey School of Business, Northeastern University, College of Business Administration, Canada, 2009 1 Adapted from Hips feel good Doves campaign for real beauty, Richard Ivey School of B usiness, 2009, p. 3ffFigure 1 Unilever logo, source http//www.greenerpackage.com/certifications/unilever_adopts_paper-sourcing_policy_meet_sustainability_goalsFigure 2 Dove logo, source http//quizbazaar.blogspot.co.at/2010/07/animal-logos-trivia-series-3.html,Figure 3 Hips feel good, source http//greatness-with-gumption.blogspot.co.at/2010/10/beauty-in-bottle-why-dove-can-kiss-my.htmlFigure 4 The campaign, source http//www.adverbox.com/ads/dove/Figure 6 The campaign, source http//www.adverbox.com/ads/dove/Figure 5 The campaign, source http//www.adverbox.com/ads/dove/

Thesis: Writing and Question

For me piece of music a thesis debate was unrivalled of the hardest parts of the writing process. I was unsure of how to practise up with the idea for a thesis statement, much less how to create it or where it should be included in the audition. By following this guide for writing a Thesis Statement, my writing experiences have compose more rewarding. First, the thesis statement is the main topic or idea of the essay. It should directly termination the incredulity the writer contains himself or herself, and is a roadmap for the essay.The thesis statement provides the reader with a specific guide to the writers argument. A strong thesis statement should show conclusions near the topic, indicate a point about the discussion, help the reader to see the main point of the topic, and is specific to show exactly what the essay is about. Second, to gain the idea for what the thesis should say if a topic for the assignment is given, change the topic of the essay into a question. The n answer the question with one or two sentences. The answer to the question will be the thesis statement.If no topic is given for the essay, or if the in bodyation for the essay does not ask a specific question, then a question must be generated, based on the information given for the assignment and the issue chosen form the assignment information to be explored. One way to accomplish this, the writer must brainstorm the topic. Then narrow or revise the topic go through to take a position about the topic by deciding what you really want to say. Review this statement and ask a question about the statement.Another way is to collect and organize evidence and look for possible relationships, similarities, or contrasts to come up with a specific word by clarify relationships of the topic. Explain what is meant about the topic, and then revise this information to make an assertation. Next look at the statement and ask yourself a question about the statement. The answer to the question i n either example will be the thesis statement for the essay. The writer should ask themselves the following Does the thesis statement answer a question?Would the reader want to challenge or oppose the thesis statement? In addition, Does the essay support the thesis? The thesis statement should be placed as the last sentence in the introduction paragraph of the essay, the last sentence conclusion paragraph, and the last sentence of the abstract in APA mode format. In conclusion, once I implemented this guide into my writing process, I found writing a thesis statement to be much easier. It seemed to become a guide for the body of the essay. By following the guide to Writing a Thesis Statement, my writing experiences have become more rewarding.

Deschooling Society Essay

IntroductionThis term paper is intimately De cultivateing Society which is a disk written by Ivan Illich. The book is more than a critique it contains suggestions for changes to curbing in night club and individual lifetimes. Particularly striking is his call for the utilise of move technology to support learning webs. In this paper, we willing first see what is meant by de instructing society and then what is the convey for de civilizeing and is it necessary to disestablish a drill. After seeing the reasons for de schooling, we look at the phenomenology of school which gives the phenomenon of school. Then we will see the rituals in the occurrent school dodging and discuss ab turn out them. Later we look at the model for evaluating institutions and then propose the idea of learning webs and thus conclude with the requirements of a good education system and what an better person should be able to do.What is De schooling Society?The do work of receiving education or tr aining especially done at School is called Schooling. The main polish of Schooling is to learn things from what is taught by t to each oneers in the school. here learning, education, training, guidance or discip make is derived from experiences and through lessons taught by teachers. De schooling society is a decisive treatment on education as practised in modern economics. It is replacing school with natural learning. It specifically refers to that period of adjustment experienced by children outback(a) from school settings. It is the initial stage where one gets rid of schoolish thoughts about learning and life in general. If one is given time to adjust to the freedom of no school routines and not being told what to do e real minute of the day, then they have lots of time to relax, try new things, to disc everyplace their interests and rediscover the mirth of learning. This is the idea of de schooling. It is like a child recovering from school damage. SCHOOLING IS THE SYSTEM DESIGNED FOR TEACHING. . DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.Why we moldiness disestablish a school ( wherefore de schooling)Ivan Illich feels that in that location is a need to disestablish school by giving examples of ineffectual spirit of institutionalized education. According to Illich world-wide education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions build on the genius of face schools. incomplete new attitudes of teachers toward their savants nor proliferation of educational hardw atomic number 18 or softw ar, nor the attempt to expand teachers responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse educational webs which heighten the hazard for each one to shift each moment of his living into one of learning, sharing and caring. The present school system believes that more th e treatment, better atomic number 18 settlements and leads to success. It obscures teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say something new. Medical treatment is mistaken for health care, social work for the improvement of community life, police shield for safety, military poise for national security, the rat race for productive work. Illich shows that institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence and to the highest degree of the research forthwith going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that care wholly makes students dep wind upent on more treatment and renders them increasingly incapable of organising their own lives around their own experiences and resources within their own communities.With the present system poor children lack most(prenominal) of the educational opportunities which are casually available to middle separate people. To solve this they started a program Title One which is the most expensive compensatory program ever attempted bothwhere in education, yet no significant improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours further constitute more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of rich over poor range from conversation and books in the home to holiday travel and a different sense of oneself and apply for the child who enjoys them both in and out of school. So a poor student will more often than not fall behind so long as he depends on the school for advancement or learning. Poor needs funds to enable them to learn.Neither in North America nor in Latin America do the poor get equality from obligatory schools solely in both the place s, the mere(prenominal) existence of school discourages and disables the poor from taking control of their own learning. All over the world, school has an anti educational effect on society school is recognized as the institution which specializes in education. The failures of school are taken by most people as proof that education is very costly, very complex, al representations mysterious and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor referee is promoted by schooling because educators insist on packaging instruction with certification. Learning and assignment of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contrisolelyes to certain kinds of learning under certain circumstances.But most people acquire most of their knowledge outside school. approximately learning happens casually, and even mo st intentional learning is not the result of programmed instruction. For example, normal children learn their first language (m some other tongue) casually, although speedy if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a byproduct of some other activity defined as work or leisure does not mean that plan learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans.Gerry Morris announced over a Spanish radio billet that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his gainice, and he selected four twelve of them-many of them school dropouts. He trained them in the use of the U.S. Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who destinyed to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.Further experiments conducted by Angel Quintero in Puerto anti-racketeering law suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we open the market. Schools are even less efficient in the arrangement of the circumstances which encoura ge the openended, exploratory use of acquired skills. The main reason for this is that school is obligatory and becomes schooling for schoolings sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour.Education is the exploratory and creative use of skills, however, cannot rely on drills. It relies on the relationship between partners , on the critical intent of all those who use memories creatively, on the surprise of unexpected question which opens new doors. It is now generally accepted that the physical surroundings will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is indeed both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the church. A d e schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling.Phenomenology of SchoolIn order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by school. We need to have clear idea on what a school is and what is the difference between teaching and learning. We can do this by listing the functions that are performed by modern school systems, such as protective care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a service or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western horticulture and information gathered by anthropology to get an idea of schooling.And we could recall the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would oblige us to start with certain assumptions about a relationship between school and education. Hence we catch with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring full-time attending at an obligatory curriculum. Age School groups people according to age. This class rests on three unquestioned premises.Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children passim their adolescence and youth. institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this inst itutional wisdom is itself a product of schools because putting green sense tells us that only children can be taught in school. Teachers and Pupils Here children are pupils. School is an institution built on the axiom that learning is the result of teaching.And institutional wisdom continues to accept this axiom, despite overwhelming evidence to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, and they are deprived of the franchise of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never credited teachers for most of their learning. Schools create jobs for schoolteachers, no matter what their pupils learn from them.Full-Time Attendance The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must exercise his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. The teacher as moralist substitutes for parents, god, or the state.He i nstructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to enter into the personal life of his pupil in order to help him grow as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains assistance on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult.Ritualization of progressIllich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consume r. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illichs criticism of school is a criticism of the consumerist mentality of modern societies a model which the developed nations are trying to force on develop nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a packaged education and awards credentials for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same.This is much more than simply a racket to produce more textbooks and exam syllabuses this is a commercial activity mirroring the trade processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promot ion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the means by which these societies get sucked into the consumerist way of doing things.More schooling leads to rising expectations but schooling will not lift the poor out of poverty rather it will deprive them of their self-respect. Most basic schools operate according to the notion that knowledge is a valuable commodity which under certain circumstances may be forced into the consumer. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding credentials to those who can consume educational packages and endure it for the longest. It is thus training in disciplined consumption.Institutional SpectrumIn this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum (left side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change colour as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones.Of all false utilities, school is the most insidious. Highway systems produce only a take up for cars. Schools create a demand for the entire set of modern institutions which crowd the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the design that their present level of cost per year is necessary if people are to move, so schools are presumed essential for attaining the competence required by a society which uses modern technology. Schools are based upon the hypothesis that learning is the result of teaching.Irrational ConsistenciesHe argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation for research and a new understanding of the educational style of an emerging counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teachers goals. The relational structures we need are those which will enable each man to define himself by learning and by contributing to the lear ning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illichs analysis education is a funnel for educational packages.Illich opposes this with an idea of learning webs which are about the autonomous assembly of resources under the personal control of each learner. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the long learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where some men may set, specify, and quantify the personal goals of others. It is very clear that Illich means it when he calls for the de schooling of society.Learning WebsIllichs practical fancy for learning in a de-schooled society is built around what he calls learning webs. Illich envisages 3 types of learning exchange between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a shop could allow interested people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a mesh of educational resources could be financed either directly by community expenditure.Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illichs vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators those who operate the resource centres and facilitate skills exchanges and those who guide others in how to use these systems and networks. The mas ters we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a natural right to teach it.Illichs programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between school and the world (though this is most definitely not lifelong learning which seeks to extend schooling throughout adult life). There is no ritual of induction of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes to gain the benefits that learning the new skill brings.Educational resources are usually labeled according to educators curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any edu cational resource which may help him to define and achieve his own goalsReference Services to Educational Objects which facilitate access to things or processes used for formal learning. about of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theatres others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours.Skill Exchanges which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached.Peer-Matching a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of conclusion a partner for the inquiry.Reference Services to Educators-at-Large who can be listed in a directory giving the addresses and self-descriptions of professionals, parapr ofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients.ConclusionIllich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposesIt should provide all who want to learn with access to available resources at any time in their livesEmpower all who want to share what they know to find those who want to learn it from themFurnish all who want to present an issue to the public with the opportunity to make their challenge known.An educated child should be able to Read, write, and communicate effectively Think creatively and logically to solve problems and Set and work toward goals.Bibliographyhttp//en.wikipedia.org/wiki/Deschooling_Societyhttp//ournature.org/novembre/illich/1970_deschooling.htmlhttp//www.natural-learning.net/000154.htmlhttp//www.living joyfully.ca/unschooling/getting_started/what_is_deschooling.htmhttp//www.webster.edu/corbetre/ school of thought/education/illich/schooling.html

Modernism in Two Poems by Marianne Moore

IntroductionThe about serious poetry today is still modernist. Modernism in publications is not easilysummarized, but the key elements argon experimentation, anti-realism, individualism, and a stress on the cerebral rather than emotive aspects (Wills 24). To some extent, Marianne Moores poems The Fish and A scrape really follow the discussed modernist principles, but it is difficult to agree that Moore completely denies emotiveness and replaces it with modernist cerebral attributes. As a result, it is possible to assume that The Fish and A expunge ar the devil examples of non-traditional modernist writing, in which experimentation, realism, and individualism are combined with unusual writing techniques, complicated poem structure, and extreme emotiveness.To start with, The Fish and A toilsome display vivid similarities in the t 1 of writing, and the use of similar look-alikes. The barnacles which encrust the side of the wave in The Fish are evidently similar and are intimat ely parallel to the blades of the oars / moving together like the feet of water-spiders in A Grave the unpleasant and almost tragic character of water in both poems is circumstantial to understanding the modernist implications of both poetical works. However, in order to completely realize the scope and meaning of Moores modernist verses, we should analyze each poem separately.Repeated / evidence has turn off that it can live / on what cannot revive / its youth. The ocean grows old in it (Moore 32). This is where we face the complicatedness and incomprehension of modernist poetry. What did Moore want to say with this passage? Is it that she imagined nature in its full moon purposefulness which was not characteristic of traditional classical poetry? It is more probable that a thirty-year-old poet was striving to express her sympathies with the nature, which she persistently viewed as deeply laugh atd.The ex seat of natures frenzy, its wholeness, the sea as the source of phys ical injury and actually a threat to a human life these are the signs of modernism in Moores writing. Having depicted nature as the threat of violence, Moore risked causing misinterpretation of the literary and sensual implications in The Fish. For many of those who have read The Fish, violence in poetry whitethorn ab initio seem inappropriate and confusing. Yet this is not a indorsers mistake Moore was really laborious to show the nature in its power which bordered on violence against human beings. The water drives a wedge / of iron through the iron edge / of the cliff, and the external marks of abuse (Moore 32) is the faction of natures violence and the violence against nature it is the combination of the two incompatible elements, which is the distinguishing feature of poetic modernism.The modernism of The Fish is in that Moore was actually trying to combine the incompatible images, allusions, implications, and ideas. The initially incompatible conjunction of accidental and purposeful is an other distinguishing feature of modernism in Moores poem. Criticizing Moores works, Heuving writes that it should not be surprising that the chasm side is executed, but if the chasm side is dead, plundered as it clearly has been by the force play of water it contains, how does it live on the barnacles that adhere to its surface? Why does the sea, clearly the most active and powerful force in this scene, grow old within this teeming shelter? (29)Moore neither answers these questions, nor provides the contributor with a single opportunity to find these answers anywhere else within the poem. The reader finds himself in the slow motion of the undersea world, with which he is hardly familiar, and which seems even more threatening and complicated through Moores descriptions All / external / marks of abuse are baffle on this / defiant edifice (Moore 32).Moore writes her poem in a way to pretend an image of sinister beauty of the sea she describes. The heartbeat of her poetic lines does not break the smooth and threatening movement of the undersea. The eight stanzas of the poem display the evident and easily noticeable repetition of the consonants, as if waves create a cyclic sound pattern. Whereupon the stars, / pink, / rice-grains, ink-/ bespattered jelly fish, crabs like green / lilies and submarine / toadstools, slide each on the other (Moore 32).While the sea is the central image in The Fish, A Grave is the expression of Moores impossibility to see this sea. Some man looking into the sea seems to close the view from those who have as practically right to it as / you have it to yourself (Moore 49). A Grave is frequently interpreted as the expression of Moores feminism Moore calls attention to two difficulties here the problem of desire through a man, including a mans viewpoint, and the related problem of establishing herself as a centered utterer when she cannot stand in the middle of this (Wills 110). However, modernism of A Grave is n ot in its feminist expressions, but rather in the opaqueness of its meanings and the confusion of various symbolic implications similar to those in The Fish.Modernism in poetry is constantly linked to difficulties of interpretation, and these interpretation difficulties and ambiguities are evident in both The Fish and A Grave. Moore has been extremely individual in her modernist expressions, and the poetic structure of A Grave again suggests that poetic modernism may and probably should exist in the area of extreme emotions. The sense of crisis makes both poems similarly modernist the description of nature and its scenes are central to both poems, and it is very probable that Moore seeks resolution of her crisis in those natural sceneries.The wrinkles progress among themselves in a phalanx beautiful / under networks of foam, / and fade breathlessly while the sea rustles in and out of the / seaweed (Moore 49). The two poems seem to create a single line of natures threat and power. T his violent line of nature is true in The Fish, where Moore emphasizes the threat of nature towards a man this line of natures abuse reaches its climax in A Grave, where Moore asserts that the sea has nothing to give but a well excavated grave (Moore 49).The rhythm of Moores A Grave is another display of modernism in her poetry. Moore seems to treat her rhythms and stanzas with almost painful desire to keep the rhyme. The reader is frequently obsessed by an impression that the rhythm of the poem prevails over its meaning. Yet, modernist writings are traditionally characterized by unusual and often difficult rhymes. The combination of complex stanzas with complicated meanings and literary implications makes certain works of modernist writing completely incomprehensible.This is not the case with Marianne Moore. Each line makes the rhymes enervated, and creates an unusual combination of the seas threat and quietude the birds swim through the air at top sped, emitting cat-calls and t he ocean, under the pulsation of lighthouses and noise of / bell-buoys, / advances as usual, looking as if it wee not that ocean in which / dropped things are bound to sink (Moore 49). The heavy contrast in this passage creates the impression of a deceptive revelation one might think that the sea and its threats were unreal and were produced by an ill mind.However, it is a surface feeling a Man and the sea are real. The word consciousness with which Moore concludes her poem, is the ultimate expression of her position against the described Man and against the sea as the grave for humanity. Moore reserves her climactic position for the quality of attentiveness to self and to other which is her highest aesthetic and moral value, while natural endowment her sea the last word, the last hiss (Martin 63).ConclusionPoetic modernism was traditionally viewed as the combination of several critical attributes poetic individualism, self-expression, complicatedness of writing, and emotional indi fference. Moore has completely denied these approaches poetic modernism cannot live without emotions. On the contrary, Moores modernism in itself stems from the climactic emotions the poet wanted to express and to deliver to her reader. Poetic modernism of Marianne Moore is something more than the self-expression and the description of individualistic regressions. In Moores hands modernism becomes global, challenging, and almost revolutionary. For many of us the sea and its threats will look as the end of everything, A Grave for humanity yet, in Moores quite a little it is only the beginning of everything that is meaningful to a person.Works CitedHeuving, J. Omissions Are Not Accidents Gender in the Art of Marianne Moore. Detroit,Wayne State, 1992.Martin, T. Marianne Moore Subversive Modernist. Austin University of Texas Press, 1986.Moore, M. A Grave. In M. Moore, fire Poems, Penguin Classics, 1994, p. 49.Moore. M. The Fish. In M. Moore, Complete Poems, Penguin Classics, 1994, pp. 32.Wills, P. Marianne Moore Woman and Poet. National Poetry Foundation, Inc., 1990.Modernism In Two Poems By Marianne MooreMarianne Moore was one of the eminent poetesses of the Modern times. An integral contributor to the modern American literature, Moores poetry is considered as a linkage between nature and the human world. She alludes to scientific and historical knowledge and tries to evade literary allusions to prevent her from being casted as a stereo-type. Her poems are full of keen observations and generally hold up the images of birds, butterflies, animals, landscapes of England and New York. She is a literalist of the imagination who can amaze for inspectionimaginary gardens with real toads in them.In A Grave, Moore begins with a meditation on the impossibility of seeing the sea, when a Man looking into the sea takes the view from those who have as much right to it as you have to it yourself. Moore calls attention to two difficulties here the problem of seeing through a man, including a mans viewpoint, and the related problem of establishing herself as a centered utterer when she cannot stand in the middle of this. Moores depiction of the sea correspondingly emphasizes its opacity over its translucency and its surface activities over its symbolic meanings.While Moore may well have written this poem out of a personal crisis that involved thoughts of suicide, the speaker reminds herself that to seek assuagement in the sea is not to be mirrored in any improved way or to be isolatedd of her. The speaker works her way out of her crisis by establishing and confronting the actuality or literality of the sea and of wipeout, and her difference from them. The sea interestingly, in Moores poem is not a reflective object but a grave. Also, it is mans careful acts, that is, his surface activities that save him and not his self- projections. Men lowering nets unconsciously desecrate this grave, as if there were no such thing as death, the speaker of this poe m, conscious of the ultimate meaning of penetrating the depths of the sea, trains her vision to the surfaceThe wrinkles progress among themselves in a phalanxbeautiful under networks of foamthe tortoise-shell scourges about the feet of the cliffs, inmotion on a lower floor themThe end of the poem marks its intensity. Unlike the exposition, the last lines of the lyric compel us to view the surroundings and not just concentrate on the opacity of the sea surface. A forced consciousness of the meditation on the outer scene is emphasized by the poetess. The sound of birds and bell-buoys make noises which break the ambience of a visual representation of the situation. The poem resolves with its initial perspective of assuming something as what it is not and an intrigue picture of the oceans opacity in the net linesand the ocean, under the pulsation of lighthouse and noise ofbell buoys,advances as usual, looking as if it were not that ocean inwhich dropped things are bound to sinkin which if they turn and twist, it is neither with volition norconsciousness.For Moore, in A Grave, meditation on the sea becomes meditation on the limits of human power and human language, and immersion, literal or figurative, threatens dissolution. Death is the central theme of the poem with an under cutting allusion to Moores own brothers death. Many critics have tried to see the poem in the light of Moores feminist voice. In the poem, as many critics believe, Moore defines the male dominium and tries to break it with her strong and persuasive words. A grave is a place where dead things are put to rest, but Moores A Grave is a locus of vital and challenging re-vision.The poems of Marianne Moore have arguments, often difficult to follow but evermore worth the effort. Distrustful of overt emotion, her poems rely on understatement and reserve to create it, as in the simple What are Years? or the penetrating A Grave. What Are Years? is a stellar lyric which ends by paradoxically equating a birds joyful song with both mortality and eternity? both the poems have a dominating sea imagery. The tone of morality in both the poems is unsurpassable. The genesis of these poems can be owed to the World War II. These two poems are typical of Moores. These are not meant for the pleasure of reflection.They refuse to be simpler than the world is and make more sense when read again and again until one understands the perspective for which they are written. Moore exploits imagery and visuals from the nature and embeds them in her poems. The linking of morality with a bird in What are Years? is quite similar to the theme of death and survival in A Grave. The poems deal with the strong imagery of the sea-how in one poem it is continuing and in the other, the sea is a collector, quick to happen a rapacious look. The imagery of bird or flying is also present in both the poems.This imagery is evident to prove the aspiration of the speaker to be free and boundless. In both the poems, Moo re indicates the seas power to erode and destroy strongly alluded in A Grave and subtly through with(p) in What are Years. A deep penetration of this concept might find its parallel to the society and humanity- the dominium of man over everything and his struggle to free himself. This idea or concept might be traced to the World War aftermath. The vulnerability of the society and the deterioration was enough to evoke the modernist flame inside Moore to gestate the social, political and economical conditions into a poetic expression.Many American poets see Moore as one of the monuments of modernism, up there with Robert Frost and Wallace Stevens. Vision and viewpoint, an integral quality of modernist poets is present in the poems of Moore as well. She once wrote that poems were imaginary gardens with real toads in them. Her poems are conversational, yet elaborate and subtle in their syllabic versification, drawing upon extremely critical description and historical and scientific f act. A poets poet, she influenced such later poets as her young friend Elizabeth Bishop. A Grave offered Bishop, as it offers us, an example of how a cleaning woman well-versed in the literary tradition, rather than capitulating to the convention of female silence, can wield that tradition and write her own eloquent verses.To conclude, in the words of eminent literary critic, Jeredith Merrin, Her ocean/grave represents death, humanitys common enemy, and yet her sea as re-former of inherited poetic patterns acts too as Natures and Womans ally. The heavy sibilance throughout Moores poem (in all versions) reminds us of Satan, of the serpentine and treacherous ladies of Romantic poetry, of the actual foaming ocean that advances and retreats over the shingle of land, and of mortality which menaces and circumscribes our lives.But with her insistent sound-playe.g., you cannot stand in the middle of this repression. . . is not the most obvious characteristic of the sea their bones have not lastedMoore also hisses back at Man, and at the arrogant male poet in particular, who arrogates to himself dominion, who is always trying to stand in the middle of a thing. By choosing to conclude her poem with the word consciousness, Moore reserves that climactic position for the quality of attentiveness to self and to other which is her highest aesthetic and moral value, while giving her sea (as retributive force) the last word, the last hiss.ReferencesMarianne Moorehttp//www.poets.org/poet.php/prmPID/96On Marianne Moores Life and Career http//www.english.uiuc.edu/maps/poets/m_r/moore/life.htmMarianne (Craig) Moore (1887-1972) http//www.kirjasto.sci.fi/mmoor.htmTHE POEMS OF MARIANNE MOORE http//query.nytimes.com/gst/fullpage.html?res=9F0CE2DE1F3FF937A35752C0A9629C8B63 The Collected Essays and Criticism -By Clement Greenberg, Johnhttp//books.google.com/books?id=N5yfxzOr4j8C&pg=PA85&lpg=PA85&dq=%22what+are+years%22&source=web&ots=8EvqzAyM3v&sig=pchzURGxqaSTHBL3I-kmOagGf-gPPA85,M1